Our school intent

How we apply this in Language and Literacy

To be successful:

• Pupils are exposed to a variety of career options so, post education, they can work diligently in a career where they can be successful and not just survive.
• All pupils have the skills that employers’ value to support their success.
• Pupils are exposed to an ambitious and engaging curriculum.
• All pupils achieve well in order that they have a firm baseline to be successful at secondary school.

The English curriculum enables children with the opportunity to read and look in depth at a wide range of genre books linking to the foundation curriculum. For example: Revolt against the Romans linking to the Year 4 History Romans unit; James and the Giant Peach linking to the Year 3 PSHE unit ‘celebrating differences’; Hidden Figures linking to the Year 5 space unit in science and Street Child in Year 6 supporting their history unit on The Victorians. English lessons provide children with opportunities for written and spoken outcomes of lessons. Across units of work, there is coverage of drama, role play debates across the curriculum. Each unit of work builds towards the children creating an end piece of writing for a range of different purposes and genres. Lessons are recorded in a variety of ways, having written outcomes and oral work being presented through photographs and videos displayed using QR codes.

The English curriculum overviews outline learning objectives and success criteria; providing a structure and outcome to each lesson. Knowledge and skills are consolidated throughout Key Stage 2 applying grammatical terms and writing skills to a range of writing purposes. Children are encouraged and supported to develop their vocabulary and language in both written and spoken tasks; this is prompted through the online resource ‘Widgit’. This enables children to have visual support through symbols, giving visual meaning to words. Curriculum overviews are adapted and personalised for children to assist them in working parallel to their peers. Shared reading enables discussions and book talk through adapted questioning, allowing all children to develop the love for reading.

To be healthy:

• To be physically healthy – to understand the importance of exercise and healthy eating; providing support to pupils where needed.
• To be mentally healthy – to develop resilience and emotional well-being, understanding the importance of self-care, mindfulness, and seeking support when needed.
• To be spiritually healthy – to be confident in their own beliefs but curious to find out more, including about the beliefs of others.

Children are given the opportunity share and discuss their opinions and thoughts on what they are reading. World Book Day encourages children to celebrate reading and the joy it brings each other. Shared Reading lessons provide children with the opportunity for book talk, where they can form and discuss their opinions on characters actions and events. Within English, children are encouraged to share their ideas and thoughts on during discussions and debates. During themed days such as: Vision, Values and Spirituality, children have the opportunity to express their thoughts and beliefs through a range of writing purposes. These range from poetry, (shape, acrostic, diamante and kennings) political speeches and manifestos, pledges, recounts, summaries and leaflets. In year 6, children use their knowledge from their geography unit on ‘Mountains’ to write a balanced argument on whether ‘Should tourists be allowed to climb mountains’ as well as focusing on the geographical reasons, children also explore the physical and mental health benefits this can bring.

To be fulfilled:

• To develop cultural capital, experiencing a range of places, environments and activities.
• To promote the benefits of positive behaviour, ensuring sufficient intrinsic and extrinsic rewards are evident.
• To provide support where necessary with mental and behavioural support.

We provide children with excursions to France; this opportunity enables children to experience a new culture and apply and practise their oracy skills in speaking with locals. As part of the Year 5 curriculum, children visit a West End show, for instance Matilda and Frozen. This enables children with the opportunity to see a story brought to life on stage and see first-hand other roles and responsibilities linked with theatre and production. The Year 3 and 4 curriculum sees children explore instructional writing; building on skills and following their own instructions to create products for the school community. 

To be empowered to make a difference:

• To develop cultural capital, experiencing a range of places, environments and activities through our 11 engaging experiences.
• Pupils support and develop their local community, ensuring it is a desirable place to live, work and raise a family.
• Pupils recognise their role within the national and global community.

In a Year 5 unit, guest speakers from the Stand By Me charity are invited to speak to the children about their work and how their role contributes to the wider community. This leads onto children producing their own leaflet about Stand by Me recognising the significance of their work. Within Year 6, children perform an end of year production to an audience incorporating singing and drama around a theme. During a theme day centred around Colombia and regular updates to their Stand ByMe sponsor child, children explore different writing genres to promote their local area and events which have occurred and discover more about Colombia.